Registration | Log In

Search Grants | Fulfilled Grants | Foundations | More About Find It, Fund It, Florida

41% Funded

Only $452.23 Needed

Share

Please share this page to help in fulfilling this grant.

Goal

The goal of this project is to incorporate more scientific discovery through collaboration with other students. I will also focus on presentation skills and social emotional skills as we learn to focus on the speaker to listen to other students share.
I would like to provide stimulating ways to make Science content exciting for our 3rd graders. I plan to fuse cross curricular fun ways to help kids learn. As we learn throughout the year, kids will create projects (models, dioramas, posters, presentations, etc) to showcase their learning. 

What will be done with my students

I would like to begin each morning with each student completing a short science reading assignment and/or activity when they enter the classroom. I like to use this as a "soft start" to the day. In the back of their chair pockets, they will have a "Science Starter" which is a curriculum aligned science topic activity in the form of a folder game. They will complete the game and record one "take away" on their science memo pads. This will act as an exit ticket from their reading. At some point throughout the day, the students will either independently share their findings or even work in small collaborative groupings to 'take the stage" and present what they learned. We will pass the "Q Ball" throwable microphone or use the mini microphones as a way to practice presentation skills including posture, eye contact, manners, etc.  

Benefits to my students

What I love about this idea is that I can be very flexible with how I use this project. Even if I run out of time to share right away in the morning, I can extend this into my science lesson or incorporate into teachable moments throughout my day. The students are being exposed to a spiral review of all 3rd grade science standards while using self checking folder games and science text exposure.

The materials acquired will be used as an ongoing addition to our daily learning throughout the school year.

Students will use hands on materials and thought provoking activities that will help them learn and apply science concepts to their reading and problem solving skills.

One part of this grant request includes funding for a Qball which is a soft, throwable, wireless microphone. Kids will have an opportunity to share their voice, thoughts and interpretations loud enough for all to hear. This also adds a kinesthetic piece to instruction that fills a need for students who need to move and do. The smaller mini-microphones will be used in smaller collaborative groups and can be used in the classroom for any activity!

Almost all standards, in all subject areas can be used with this project however, here are a few in particular that stand out:

SC.3.N.3.2 –
• Use and refer to models during science exploration. Models can be either 2- or 3-dimensional in nature to include diagrams, globes, skeletons, plants,
stuffed animals, or any other items that represent real objects. Models can even be a computer simulation or mental model.
• When comparing and contrasting a model with the real thing, students should focus their attention on the size of the model relative to the real thing,
on the materials the model is made from, and on how well the model has replicated the real thing.
SC.3.N.1.2, SC.3.N.1.4, and SC.3.N.1.5–
• By sharing data gathered from a class or group experiment, students better understand why scientists communicate with other scientists.
• Using common tools allows scientists to communicate with each other accurately, effectively, and efficiently.

SC.3.N.1.3
(DOK – Level 2)
Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
Students will:
• discuss with a partner or in small groups an appropriate way to collect data for a teacher-selected investigation.
• construct an appropriate data collection tool (e.g., chart, table) that could be used during the investigation.
• record data collected during the investigation in science notebooks (e.g., written, pictorial, simple charts/graphs).
• display data collected in a bar graph (if appropriate) and present to classmates.
• analyze and interpret data collected during the investigation to formulate an explanation of the results.
• explain the importance of good record keeping (used to form explanations).
accuracy
analyze/interpret
charts
compare
conclusions
data
data table
evidence
explanations
graphs
pictorial
SC.3.N.1.4
(DOK – Level 2)
Recognize the importance of communication among scientists.
Students will:
• identify ways that scientists share their knowledge and results with one another (e.g., lab reports, journals, articles, conversations).
• describe why and how scientists collaborate to gain new knowledge or refine ideas (e.g., laboratories, field stations, conferences).
• collaborate with another lab group to question, discuss, and check others’ evidence and explanations to demonstrate the
importance of communicating with other scientists.
communication
SC.3.N.1.5
(DOK – Level 2)
Recognize that scientists question, discuss, and check each other’s evidence and explanations.
Students will:
• recognize the importance of checking evidence for accuracy.
• provide reasoning as to why scientists may differ in their evidence and explanations (e.g.,
• explain that explanations of results can vary even when scientists are analyzing the same evidence (i.e., scientists drawing their own
conclusions based on the data).

SC.3.N.1.6
(DOK – Level 3)
Infer based on observation.
Students will:
• make observations.
• make inferences based on observations.
• justify inferences made (reasons for results of the scientific study of the event/object/substance).
• discuss the importance of observations when making inferences.
SC.3.N.1.6 –
• Observations are data or evidence collected using the 5 senses and scientific tools. Data may be quantitative (numbers or measurements) and/or
qualitative (describing) in nature.
• Long term observations are important in science. Purposely plan to make observations of one object or event over an extended period. For example,
make observations throughout the school year of a tree that responds to the changing of the seasons.
• An inference is an explanation that you figure out without observing something for yourself Teachers may want to compare and contrast a conclusion made in science and in reading.



 

Budget Narrative

I will alternate between using the mini microphones and the q ball for presenting facts and findings.  

Items